How Teachers Make Sense of New Learning About Culturally Responsive and Sustaining Education (Poster 28)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

The education of Black citizens has historically been unequal and plagued with deficit based approaches that result in the under-education and over-disciplining of Black youth in schools, with dire implications. Culturally Responsive and Sustaining Education (CRSE)aims to change the narrative by honoring the racial, ethnic, linguistic and cultural differences of students of color who are marginalized in a school curriculum, featuring a pedagogy that empowers students. Educators often report that they understand CRSE in theory but there is confusion when putting the theory into action. Practice goes unchanged and disproportionate outcomes persist. This paper explores teacher sensemaking, believing teachers are the ultimate influencers and implementers of educational reform, to better understand how to bridge gaps between theory and practice.

Author

• Kristine Mustillo, New York City Department of Education